The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.
|Advisor:||Hayes, Sharon B.|
|Commitee:||Kale, Ugur, Shambaugh, Neal, Sherfinski, Melissa, Swan Dagen, Allison|
|School:||West Virginia University|
|Department:||College of Education and Human Services|
|School Location:||United States -- West Virginia|
|Source:||DAI-A 77/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Teacher education|
|Keywords:||Education, Identity, National Board Certification, Professional learning, Reflection, Standards, Teacher|
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